Identifikasi dimensi pengetahuan yang mendukung keterampilan berpikir tingkat tinggi siswa

Monika Lintang Laksmi, Istuti Istuti

Sari

Penelitian ini bertujuan untuk mengidentifikasi dimensi pengetahuan terapan, dimensi proses berpikir tingkat tinggi yang dapat dicapai, dan dimensi pengetahuan yang mendukung kemampuan berpikir tingkat tinggi siswa dalam pembelajaran biologi materi bakteri. Dimensi pengetahuan yang diterapkan di sekolah adalah faktual, konseptual, dan prosedural. Dimensi keterampilan berpikir tingkat tinggi (HOTS) meliputi menganalisis (C4), mengevaluasi (C5), dan mencipta (C6). Penelitian ini merupakan penelitian kualitatif dengan metode survei. Survei dilakukan dengan menyebarkan link google form karena situasi pandemi. Hasil survei digunakan untuk memperoleh data tentang HOTS dari tiga dimensi pengetahuan materi bakteri. Pengorganisasian data dilakukan dengan koding, menurut Saldana dengan cara jumper selama 3 siklus. Hasil proses berpikir tingkat tinggi siswa melalui tiga dimensi pengetahuan dari tiga siklus yang telah dilakukan yaitu: menganalisis (C4) sebesar 55,6%, mengevaluasi (C5) sebesar 46,91%, dan mencipta ( C6) adalah 39,51 %.

 

Identification of knowledge dimensions that promote student’s higher thinking skill in senior high school. This research aims to identify the dimensions of applied knowledge, the dimensions of higher order thinking processes that can be achieved, and the dimensions of knowledge that support students' higher order thinking skills in learning biology of bacterial material. The dimensions of knowledge that are applied in schools are factual, conceptual, and procedural. The dimensions of higher order thinking skill (HOTS) includig analyze (C4), evaluate (C5), and create (C6). This is a qualitative research with a survey method. The survey was carried out by spreading the google form link due to the pandemic situation. The survey results were used to obtain data about the HOTS from three dimensions of knowledge on bacterial material. Organizing data was carried out by coding, according to Saldana by means of jumpers for 3 cycles. The results of the students' high-order thinking process through the three dimensions of knowledge from the three cycles that have been carried out are: the analyzing (C4) was 55.6%, the evaluating (C5) was 46.91%, and the creating (C6) was 39.51 %.

Kata Kunci

Keterampilan berpikir tingkat tinggi; Higher order thinking skills; HOTS; Dimensi pengetahuan; Dimensi proses berpikir; Coding

Teks Lengkap:

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Referensi

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DOI: https://doi.org/10.20961/bio-pedagogi.v11i1.51640

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